Formative+Assessment

There are so many ways to do this here are some examples:
** Formative Assessment – Grab Bag - Near the conclusion of a lesson, have a student, or students, draw an object or word from a bag. The student(s) must explain or illustrate how the object is related to what they have learned. ** === Here’s How - Students write a detailed explanation of a procedure - with an example to demonstrate their understanding of the concept. They then give their partner the un-worked example and the detailed instructions and have the partner work the example from the directions. Then they peer edit the procedures for clarity. ===

THINK-PUZZLE-EXPLORE
=== Somewhat related to K-W-L. Provide students with one or more learning targets. Allow them to select a learning target. For the identified target, record what you think you know about it in the second column. Then identify any issue related to this target about which you are curious: puzzles or questions you have about the topic. Speculate as to how you might Explore the questions identified as "puzzles". ===

What do I //think //I know about this? || PUZZLE What //puzzles //me about this topic? || EXPLORE How can we //explore //what puzzles us? ||
 * LEARNING TARGET || THINK
 * Learning Target 1 ||
 * Learning Target 2 ||


 * === Numbered Heads Together – Students in groups of up to five are numbered sequentially. As a group they create a list of 3-5 things learned in the lesson and then the teacher calls one number from each group to report to the class something they learned. ===
 * === Explain a Procedure – Write to an absent student and explain how to …….. ===

> === Of course, in-class questioning can’t account for a student’s entire grade, so it’s important to extend these principles to written assessment like tests and homework. On tests, it helps to give open-ended questions that allow students a choice of how to answer. In a language arts or social studies class, you might give students a choice of writing an essay, drawing a political cartoon, or writing a story. For an algebra problem, you could solve the problem traditionally, working through all the steps; you could model it using algebra tiles; you could explain it verbally. As long as each student demonstrates that he or she can solve the problem and understands the concepts behind it, the method they use to solve it and represent the solution isn’t as important. ===
 * === Fish Bowl - Student writes one question they have about the topic of this lesson. This can be something for which they know the answer or for which they want an answer. Form an inner and outer circle. Share question with the person in front of you see if they know the answer, switch who is asking question, if time rotate to a new partner. ===
 * === Extending the Principle to Written Assignment s: ===
 * ===** Before and After - before you begin a lesson (or part of a lesson) have students write their own definitions of terms; then after covering the lesson (or all of those comcepts defined previously) have students write the definitions with their notes from the class **===
 * === Exit slip - students have to write something about the lesson before they can "exit" class for the day ===
 * === Think - Pair - Share - Pose a question and have students think about the answer for 2 minutes; when desired time has passed students turn to person next to them (or it can be small groups) to discuss; finally after sufficient time to discuss, one student from each pair/group presents to the whole class ===
 * === Vote on it - Present a problem to the class with multiple answer choices and the class votes on which one they think is correct; Call on one or two students to explain their reasoning ===
 * === Traffic Light - Using red, yellow and green cups, laminated index cards, etc. each student/group displays the apropriate color while working through lesson, lecture, lab, etc. red indicates lack of understanding, yellow means that there may be some gaps in skill acquisition, and green lets you know that the student/group is comfortable enough to explain concept to others. ===
 * === FAR out - using sticky notes with 3 colored pencils or 3 different highlighters, have students mark their reading (passage, chapter, etc.) with a different color for each category F: fact, identify the significant factual information (not the minutia); A: ask, mark those points that student has questions on or wants to research further; R: response, marking those things that student is moved by ===
 * === Cartooning - Students create a cartoon or cartoon strip of pictures illustrating the ideas in the reading. ===
 * === Write this minute - Put 1 or 2 brief questions on board for students to respond to briefly but meaningfully in a few words, phrase or short sentence. (L) ===
 * === GIST - GIST is helpful for teachers to use when students fail to read problems carefully before trying to solve them (Cunningham, 1982). The task is to write a summary of the problem in 12 words or less. The student identifies the 12 most important words needed to solve the problem. The words capture the “gist” of the problem. A chart may be prepared with the word problem at the top and 12 blanks below to be completed by the students. (L) ===
 * === Create an Information “rap” - Students work in small groups to write a “rap” of the ideas and concepts in the reading. Raps are presented to the full group. ===
 * === Cubing - Students write concepts and related ideas about the topic on the different sides of a cube. ===
 * === Student Checklist - Give your students a checklist and have them self-assess. Collect the checklists with each, or every other, new idea during a unit of study. Make sure they write a sentence or two explaining how they know they've got it, or why they think they are still struggling. (L) ===
 * === Misconception Check – Present students with common or predictable misconceptions about a designated concept, principle or process. Ask them whether they agree or disagree and explain why. The misconception check can also be presented in the form of a multiple-choice or true-false quiz. ===
 * === Debriefing – A form of reflection immediately following an activities ===
 * === Fact or Fiction - (misconception check) Provide students with common or predictable misconceptions about a specific principle, process, or concept. Ask them whether they agree or disagree and explain why. Also, to save time, you can present a misconception check in the form of multiple-choice or true/false. ===
 * == Four Corners - http://suite101.com/article/four-corners-activities-a170020 ==
 * One Minute Paper -

4. Photocopy samples of the papers to use with your reflections
J ustified Statements

Formative Assessment: Rubric for assessing group work:

These questions are from an activity on the Boston Marathon. The types of questions asked might vary with the activity and relate to multiple intelligences, orders of thinking, or both.


 * Student’s Name || Knowledge Question:

What do you //know //from the data or information given? || Goal Question:

What do you //want to know //? Do you have enough information to determine the answer? || Comprehension Question:

//How //do you determine the answer or answers? || Analysis Question:

How did you predict each runner’s time for the mini-marathon? How accurate do you think these predictions are? What might be some factors that would alter the time in which a runner finishes a shorter race? || Application Question:

Compare the men’s and women’s times. What could be a reason for the differences? || Evaluation Question:

Is there another way to represent the information that would be more accurate? Why or why not? ||